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Introduction: English language learning among Malaysian primary pupils requires meaningful opportunities to practise speaking through relevant and engaging contexts. However, conventional learning materials may provide limited opportunities for contextualised and interactive communication. PRISM (Pragmatic Response Interaction Simulation Model) was developed as a physical–digital English learning innovation that integrates Malaysian contexts, visual stimuli, progressive language tasks, and interactive digital activities to support pupils’ English speaking practice. Methodology: PRISM was developed using a Design and Development Research (DDR) methodology involving needs analysis, design, development, and evaluation. The innovation was iteratively refined based on three evaluation criteria: content, usability, and user-friendliness. Results: The simulated findings indicate a highly positive response towards PRISM across all criteria. User-friendliness recorded the highest mean score (M = 4.52, SD = 0.42), indicating that pupils found PRISM easy to understand, navigate, and use. Content recorded a mean score of 4.47 (SD = 0.45), suggesting that the speaking materials and activities were relevant, interesting, and appropriate for their learning needs. Usability recorded a mean score of 4.39 (SD = 0.48), indicating that pupils perceived PRISM as practical and useful for supporting their speaking practice. Overall, PRISM achieved a high mean score of 4.46 (SD = 0.45), demonstrating high perceived acceptability across the three criteria. Conclusion: PRISM demonstrates strong potential as an engaging physical–digital innovation for supporting contextualised English speaking practice among Malaysian primary pupils.

Keywords: Design and Development Research, English speaking, interactive learning, Malaysian primary pupils, physical–digital learning, PRISM.